Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

The Inclination of Library Professionals to Modern Tools in the Knowledge Era

The edited volume of the book consists of ten articles covering the innovative practices of libraries in the digital environment. It includes the areas such as library network, e-resources, scholarly publishing, digital libraries, knowledge management, Web 2.0, and blockchain technology etc., that can influence the work-life of the library professionals and the academic community

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

Utilizing Chromebook in Ontario Elementary Schools: Teachers’ Perspectives

In-service teachers’ voices must be heard in order to understand the status of technology integration in Canadian elementary schools. In this qualitative case study, two Ontario private school teachers were invited to share their experiences and perspectives about their daily instruction with Chromebook through the lens of the TPACK theoretical framework. The study’s objectives were twofold: (a) to identify participating teachers’ attitudes, perceptions, and experiences teaching with Chromebook in a convincing narrative manner; and (b) to provide recommendations concerning the use of this type of digital technology device to other teachers and educators in practice. This research study once again affirmed the advantages of using Chromebook in the elementary classrooms in across three categories: saving funds, granting stable and durable hardware, and offering seamless and continuous learning. Additionally, the study attempted to add two new benefits: using Chromebook in teaching enables educators to keep their students on task and helps educators differentiate their teaching by providing more options and accommodating students’ different learning styles and abilities. Participants in the study also found it difficult to make sure students stayed on task and were not lured by the out-of-class digital world. The study also found that a better filtering system of apps working on Chromebook can benefit students’ and teachers’ experience alike. The study concludes with a discussion and implications for future research